五年級英語下冊 unit 8 have a good habit教案2 陜旅版.doc

Unit8 Have a Good Habit! 【單元總目標】本單元的話題是人們日常生活的基本行為規(guī)范。讓學生通過切實的生活實踐，養(yǎng)成好的行為習慣、摒棄壞的行為習慣，并能運用Dont litter on the floor. / You shouldnt tell lies. Its a bad habit. Im sorry. I wont. We shouldnt . Wed better . and we should have a good habit. Dont read in bed. Its bad for your eyes. Youd better . 等句型談論行為習慣的養(yǎng)成。本單元可分為4個課時。第一課時主要學習Part A中Lets learn部分表示人們行為習慣的詞匯，通過為學生創(chuàng)設真實的情境，引導其學習新詞匯；第二課時以Part A中Lets talk部分的對話為主，學習如何談論人們日常小活行為習慣的話題；第三課時以Part B中的Lets learn more為主，復習現(xiàn)在進行時態(tài)及祈使句句型，并拓展學習表示建議的句型You should / shouldnt . 引導學生養(yǎng)成好的生活習慣、摒棄壞的行為習慣；第四課時以Part B中Read and think部分的小故事為主要內容，在有效拓展練習本單元重點內容的基礎上，進行綜合復習并完成檢測。【單元具體目標】知識目標一、能聽、說、讀、寫以下詞匯：litter on the floor, talk loudly in class, speak with mouth full, make a noise, keep quiet, wait in line, read in bed二、能聽懂、會說、會讀、會用下列句型：1. Dont litter on the floor. / You shouldnt tell lies. Its a bad habit.Im sorry. I wont.2. We shouldnt . Wed better . and we should have a good habit.3. Dont read in bed. Its bad for your eyes. Youd better .情感目標一、在活動體驗中教育學生要保持良好的行為習慣，摒棄壞習慣并多多聽從長輩意見；在競賽中培養(yǎng)學生的競爭意識。二、教師以身作則，在平常的教學生活中為學生樹立一個良好的行為規(guī)范，起到帶頭作用Unit8 Have a Good Habit! 第1課時教學設計【內容來源】陜旅教育出版社五年級下冊 Unit8【主 題】Warming-up: Think and tick or cross, Lets learn【課 時】第1課時一、教學目標1. 能聽、說、讀、寫詞匯：litter on the floor, talk loudly in class, speak with mouth full, make a noise, keep quiet, wait in line。2. 能熟練運用以上詞匯。二、教學準備1. 教師準備：(1) Lets learn部分的教學卡片。(2) 本課時的課件。(3) Lets learn部分的教學音頻。(4) 關于人們日常行為的視頻或是PPT圖片（須包括亂扔紙屑、在班級大聲說話、嘴里吃著東西說話、制造噪音、保持安靜和排隊等候這些場景）。三、教學方法建議課程導入(Leading In)(1)課前熱身師生進行簡單的課前交流，如：T: How do you feel, boys and girls?Ss: We feel very happy.教師故意在教室的地是扔一些紙屑，看看學生們的反應，隨即問學生：T: Are you feeling happy now?Ss: No, we arent.T: Why?Ss: It makes our classroom dirty.T: Do you often do that?Ss: No, we dont.T: Is it good?Ss: No. It is not good.T: Youre right! Its a bad habit. We should have a good habit.教師出示本單元標題Have a Good Habit!并講解habit名詞“習慣、習性”。之后，繼續(xù)詢問，引起討論：T: What are good habits? What arc bad habits? What bad habits do you have?教師讓學生聯(lián)想一下他們各自在平時的生活中經(jīng)常做出哪杵好的行為習慣或不好的行為習慣，激發(fā)其興趣，引導他們快速進入學習狀態(tài)。(2)新課導入Part A Warming-up: Think and tick or cross教師承接上一環(huán)節(jié)的討論，順勢導入熱身話題：T: Turn to Page 61 and look at the pictures. Are they good habits?讓學生先獨自判斷這些行為好不好，然后再提出問題：T: Do you often do that?讓學生勾出各自經(jīng)常做的事，并在各自不經(jīng)常做的事上打叉。課程展示活動和過程的設計建議（presentation)(1)新課展示Part A Lets learn1. 教師出示所準備的關于人們日常行為的視頻或PPT圖片，引出本課時的新授環(huán)節(jié)。1. 教師出示視頻或PPT圖片讓學生先瀏覽一遍，觀察學生對各種行為的態(tài)度和反應。2. 教師再出示一遍視頻或圖片，并在出示扔紙屑行為時講授：T: Whats she doing?Ss: She is .T: She is littering on the floor. Is it a good habit?Ss: No, it isnt. Its a bad habit.教師板書、領讀詞組litter on the floor，并稍作講解：litter是動詞“亂丟”，另有名詞“垃圾”的意思如：If you see litter on the floor, pick it up.教師可進一步提問：T: Do you often litter on the floor? Is it right?3. 教師播放學生上課時大聲講話的視頻，讓學生更直觀地學習詞組talk loudly in class，并講解單詞loudly（副詞）“大聲地”。之后，教師通過問答引導學生練習運用該詞組。T: Can you talk loudly in the library?Ss: No. We cant talk loudly in the library.T: Can you talk loudly at the cinema?Ss. No. We can t talk loudly at the cinema.T: Can you talk loudly in class?Ss: No. We cant talk loudly in class.T: Why?Ss: Its a bad habit.教師注意解釋in class的意思是“在課堂上”，class之前不能用冠詞。板書并領讀詞組talk loudly in class4. 教師依舊以視頻出示嘴里含著滿滿的食物說話的場景，讓學生形象地感知詞組speak with mouth full，并講解單詞full（形容詞）“全的、滿的”。如：Im full.我飽了。教師板書、領讀詞組speak with mouth full，并引導學生運用：We cant speak with mouth full. Its a bad habit, too.5. 教師以同樣的方式講授makea noise，并解釋單詞noise（名詞）“噪音、雜音”。如：There are too many noises in the room.Dont make a noise in class.板書并領讀詞組make a noise，教師在這里也可補充詞組make noises。6. 教師突然將手指豎起放在嘴巴上，示意學生安靜下來之后，引出詞組keep quiet：T: Please keep quiet in class. Is it a good habit?Ss: Yes, it is.單詞quiet的讀音比較特別，其中字母組合ie的讀音為a。教師可注意多領讀示范幾遍，幫助學生記憶。教學小貼士教師在這里吋提醒學生注意單詞quiet最后的兩個字母，應是先寫e再寫t，而不能先寫t再寫e，否則就成了另一個意義完全不同的單詞。1. quiet形容詞“安靜的”，如：She is a quiet girl. Please keep quiet in the library.2. quite 副詞“很、完全”，如：He feels quite well now.7. 教師以視頻出示人們一個接一個排隊候車或在超市結賬的視頻，引出最后一個動詞短語wait in line，并講解單詞line (名詞)“路、線、排”，如：Draw a line.教師板書并領讀詞組wait in line，并詢問：Is it a good habit or a bad habit?8. 全部完成后，教師可再一一引領學生回頭復習，并讓他們說出這些生活習慣中哪些是好習慣，哪些是壞習慣。(2)鞏固活動1. 教師播放錄音，讓學生模仿其語音語調跟讀Lets learn more部分的詞匯。2. 教師帶領學生一起邊大聲朗讀邊書空本部分的詞匯，幫助學生記憶。操練活動的設計與實施建議（Practice Activities)(1)我說你做教師自己或選出一位學生做動作，讓大家根據(jù)動作說出相應的詞語。如：1. litter on the floor教師假裝往地上扔紙屑2. talk loudly in class教師在教室里大聲說話3. speak with mouth fill教師假裝嘴里面有食物說話4. make a noise教師拿個東西敲擊某物故意發(fā)出噪音5. keep quiet教師把手放在嘴上發(fā)出噓的聲音6. wait in line教師讓一些學生上臺排隊教師站其身后本活動也可以采用教師說詞匯，學生做動作或者教師讓大家看圖片說詞匯，請幾位同學上臺做動作的形式進行。這樣進行反復練習，加深學生的印象。(2)搶答教師將全班分成若干小組，然后逐個出示Lets learn部分所學的詞匯，也可以加上前面幾個單元的詞匯卡片，學生們舉手搶答。教師讓最先舉手的學生大聲讀出或拼出該詞語，讀對或拼對的學生所在組得10分，得分最多的組為優(yōu)勝組?！景鍟O計】Unit8 Have a Good Habit! 第2課時教學設計【內容來源】陜旅教育出版社五年級下冊 Unit8【主 題】Warming-up: Talk in pairs and group the pictures, Lets talk, Lets sing【課 時】第2課時一、教學目標1. 能聽懂Lets talk部分和行為習慣相關的詞匯。2. 能運用Dont litter on the floor. / You shouldnt tell lies. Its a bad habit. Im sorry. I wont. We shouldnt. Wed better . and we should have a good habit.與他人 談論和評價習慣的好壞。3. 能聽、說、熟讀對話，語音語調準確自然。二、教學準備1. 教師準備：(1 ) Lets learn部分的單詞卡片。(2) 本課時的課件以及“傳句子”活動中所需要的寫有句子的小紙條。(3) Lets talk部分的教學掛圖和人物頭飾。(4) Lets talk和Lets sing部分的教學音頻。三、教學方法建議課程導入(Leading In)(1)課前復習1. 我說你指教師將Lets learn部分的詞匯卡片打亂順序貼在黑板上，然后隨意說一個單詞短語，學生重復一遍，并快速指向黑板上的相應卡片，比比看誰做得又快又好。經(jīng)過幾輪比賽之后，教師可以讓學生來代替教師的角色發(fā)令。2. 我指你說同上，教師隨意指向黑板上的某一個詞匯卡片，學生快速讀出卡片上的詞匯，比比誰讀得又快又準，經(jīng)過幾輪比賽之后，同樣可以讓學生來指卡片。(2)新課導人Part A Warming-up: Talk in pairs and group the pictures1. 教師讓學生仔細觀察本部分的圖片，引導他們討論一下這些圖片中哪些是好習慣，哪些是壞習慣。2. 教師引領學生一一梳理本部分各個圖片中的內容。(1) 第一幅圖片，教師可這樣引導：T: Look at the sign. Can he park his car here?（學生可能不理解park的意思，教師在這里可以借用單詞stop進行啟發(fā)）第2-6幅圖片教師可以參考如下方式引導：(2) Where is the man? (In the hospital.) Look at the sign on the wall. Can he smoke there?(3) Whats the time for? (Its time for dinner.) What is the boy doing? (He is washing his hands. Thats a good habit.)(4) What is the girl doing? (She is littering in the trash can. Its a good habit.)(5) There is an empty seat on the bus. What arc the boys doing? Is that right?(6) These boys are getting on the bus. Are they in line? Is that right?3. 接下來讓學生根據(jù)教師的引導將這幾幅圖片的序號寫在相應的位置：Good habitBad habit課程展示活動和過程的設計建議(presentation)(1)新課展示Part A: Lets talk1. 看圖講解對話(1)教師承接上一環(huán)節(jié)，繼續(xù)問學生覺得還有哪些習慣是不對的。在學生說出一些不好的行為習慣后，教師出示Lets talk部分的教學掛圖。首先出示第一幅圖：T: Look at this picture. Whats on the floor?Ss: Litter.T: Dont litter on the floor. Its a bad habit.(2) 教師出示第二幅圖讓學生猜猜小男孩的媽媽在跟她說什么：T: Look at this picture. What is the mother telling / speaking to the boy?Ss:.T: Yes. He tells lies. And his mother tells him not to do that.解釋tell lies的意思是“撒謊”，并告訴學生不應該撒謊，這樣是最不好的行為習慣然后反問學生，加深其印象：T: Should he tell lies?Ss: No, he shouldnt.T: He shouldnt tell lies.(3) 教師出示第三幅圖讓學生說說圖片里的三個孩子分別在做什么：T: What are the girls doing?Ss: They are making a noise in the library.T: Should we make a noise in the library?Ss: No.T: We shouldnt make a noise in the library. Its a bad habit. We should have a good habit. Wed better keep quiet in the library.(4) 教師出示最后一幅圖引導學生描述：T: Whats the boy doing?T&Ss: He is writing on the tree.T: Is it a good habit or a bad habit?Ss: Its a bad habit.T. Yes. It s a bad habit. We shouldnt write on the tree. Trees are very useful for us. We should take care of trees and have a good habit.教學小貼士教師在這里可以講解一下情態(tài)動詞should的用法。should的意思是“應該”，它的否定形式是shouldnt (=should not)，它們常被用來表示提出建議，其后接動詞原形。如：I should do exercise more. You shouldnt talk loudly in class.2. Listen and answer教師提出問題，然后播放Lets talk部分的錄音，讓學生聽錄音回答問題。問題可參考如下：(1) Does Su Nan (the boy in the first picture) have a good habit?(2) Should the girl litter on the floor?(3) Does the boy in the second picture have a good habit?(4) Should he tell lies?(5) Do the girls in the third picture have a good habit?(6) What is Li Shan telling to them? Should they make a noise in the library?(7) Does the boy in the last picture have a good habit?(8) Should he write on the tree?(2)鞏固活動1. 教師播放錄音，學生打開課本，模仿錄音中的語音語凋逐句跟讀對話。2. 教師指導學生分角色朗讀對話。3. 學生兩人一組，排練對話。4. 教師請幾組學生戴上頭飾，上臺表演對話。學生表演完畢后，教師進行評價，對于勇于表演的學生，教師要多加表揚，并且多關注平時不善于表現(xiàn)的學生，鼓勵其上臺表演，教師可以與其搭檔，在表演過程中對其進行引導，完成表演后，教師請大家以掌聲鼓勵該生的進步，增強其自信心及學習英語的興趣。操練活動的設計與實施建議(Practice Activities)(1)傳句子每一列為一組，教師將全班分成若干組，然后分別發(fā)給每一組最后一排的學生一張紙，上面寫著課文中的一個句子。在教師說開始后，最后一排的學生立即把紙上的句子告訴他前面的學生，這位學生再把聽到的句子告訴自己前面的學生這樣依次進行下去。最后，第一排的學生將聽到的句子大聲說出來，傳得最快、最準的組獲勝。(2)Part B Lets sing1. 教師播放Lets sing的讀詞部分，讓學生感知本部分的歌詞；然后讓學生打開課本65頁，讀一讀歌詞。2. 教師對其中的生詞稍作解說。(1) brush your teeth“刷牙”，其中的your可以根據(jù)主語的變換替換為其他的形容詞性物主代詞，如：He brushes his teeth. She brushes her teeth. They brush their teeth.(2) tidy your room “打掃房間”，其中的your也可以根據(jù)主語的變換替換為其他的形容詞性物主代詞，如：We tidy our rooms. They tidy their rooms.3. 教師播放Lets sing的演唱部分，師生一起學唱歌曲。4. 教師播放配樂，讓學生伴隨音樂唱一唱歌曲。教師可鼓勵學生加入相應的動作邊唱邊表演，也可以請幾位同學上臺做動作配合全班同學演唱。【板書設計】Unit8 Have a Good Habit! 第3課時教學設計【內容來源】陜旅教育出版社五年級下冊 Unit8【主 題】Lets learn more, Lets play, Look and write your advice【課 時】第3課時一、教學目標1. 能用Dont read in bed. Its bad for your eyes. Youd better read at the desk. You shouldnt have the book so close to your eyes. You should take care of your eyes. 繼續(xù)談論習慣問題并向他人提出建議。2. 能聽、說、熟讀對話，語音語調準確自然。3. 通過對對話的學習，養(yǎng)成正確的閱讀習慣，形成關愛自己眼睛的意識。4. 通過小組活動，培養(yǎng)合作的意識。二、教學準備教師準備：1. Lets learn部分的詞匯卡片以及Lets play部分的短句卡片。2. Lets learn more部分的教學掛圖和人物頭飾。3. 本課時的課件。4. Lets sing和Lets learn more部分的教學音頻。三、教學方法建議課程導入(Leading In)(1)課前熱身1. Part B Lets sing教師播放上節(jié)課所學的Lets sing部分的歌曲，和學生一起邊做動作邊演唱，活躍課堂氣氛、激發(fā)學生的學習興趣。2. 教師快速閃動卡片并請學生快速讀出來，帶領學生復習Lets learn部分的詞匯，比比誰讀得又快又好！(2)新課導人以師生問答的形式導入新課，可參考如下：T: Do you often litter on the floor, S1 ?S1: No, I dont.T: Do you often wait in line when the light is red, S2?S2: Yes, I do.T: Tom has a stomachache. What shouldnt he do, S3?S3: He shouldnt eat too many ice-creams.T: Amy has a toothache. What shouldnt she do?S4: She shouldnt eat too many candies.課程展示活動和過程的設計建議(presentation)(1)新課展示Part B Lets learn more1. 通過觀察教學掛圖呈現(xiàn)語言點。(1) 教師出示Lets learn more部分的教學掛圖，引導學生仔細觀察，引入新授內容：T: Look at this picture. Where is Kevin?T&Ss: He is in bed.T: What is he doing?Ss: He is reading a book.T: Yes. He is reading in bed. Is it a good habit?Ss: No. Its a bad habit.T: Thats true. Its a bad habit. He shouldnt do that. Hed better read at the desk.教師進一步引導學生觀察Kevin拿的書和他的眼睛之間的距離很近。T: Look. He shouldnt have the book so close to his eyes. Its bad for his eyes. He should take care of his eyes. We shouldtake care of our eyes, too.(2) 重難點講解教師可借助肢體語言，指著自己的眼睛告訴孩子們：T: Dont red in bed. Its bad for your eyes.板書、領讀句型Dont red in bed. Its bad for your eyes.并講解難點：a. Dont red in bed.Dont . 是祈使句的否定式，用來表示對聽話人的建議或要求。教師繼續(xù)舉例，引導學生練習運用。如：Dont write on the tree / wall. Its a bad habit.Dont talk loudly in the library. You should be quiet.b. Its bad for your eyes.Its bad for .“某種行為對不好/有壞處”教師在這里還可以拓展相關句式Its good for.“某種行為對有好處”。如：Dont write on the tree. Its bad for the tree.Have some milk every day. Its good for your health.Fruit is good for your health.c. He shouldnt do that. Hed better read at the desk.sb. shouldnt do sth.常用來表示說話人的建議或對某事的看法。如：You shouldnt make a loud noise in class.He shouldnt tell lies.Youd better是You had better的縮略形式，better后面要接動詞原形，常用來表示向某人提出建議或意見，意為“最好”。如：Youd better wear your coat. Its cold outside.其否定形式直接在better后面加not即可，如：Wed better not be late for school.d. You shouldnt have the book so close to your eyes. You should take care of your eyes.have sth. close to .“使某物距近”，have在這里是“使、讓”的意思；take care of sth. “照顧好”如：Dont have the fire so close to the tree.The man have the paper very close to his eyes. But he still cant see anything.He should take care of his children.We should take care of the young trees.2. Listen and answer教師提出問題，然后播放Lets talk部分的錄音，讓學生聽錄音感知完整的對話，并根據(jù)所聽到的內容回答如下問題：(1) What is Kevin doing?(2) Should he read in bed? Why?(3) Should Kevin read at the desk?(4) What does his mothers tell him?教師啟發(fā)學生思考：為什么Kevin會戴上這么大的眼鏡，因為他沒有養(yǎng)成良好的看書姿勢和習慣，反問學生：Do you often do that? 并教導他們在平時的學習生活中要保持良好的讀書習慣。教師也可以建議學生互相監(jiān)督，看誰做得最好，看誰能一直將好習慣保持下去。最后教師以How to Take Care of Your Eyes引發(fā)學生的思考，得出結論：只介保持良好的看書和學習習慣才能保護自已的視力、保護自己的眼睛。(2)鞏固活動1. 教師再次播放錄音，讓學生模仿錄音中人物的語音語調跟讀對話。2. 學生兩人一組練習對話，最后教師選出幾組學生戴上人物頭飾上臺表演對話，要求體態(tài)自然，表演大方，語音語調準確。操練活動的設計與實施建議(Practice Activities)(1) Part B Lets play1. 教師出示所準備的Lets play部分的短句卡片，讓學生大聲朗讀出來。2. 本部分的各個表達前面基本都已經(jīng)學習過，教師可以在學生讀出短句之后，啟發(fā)學生思考，仔細分辨出其中哪些是好的行為習慣(Good habit)、哪些是不好的行為習慣(Bad habit)。3. 教師將所有的短句卡片打亂扣放在講桌上，并將黑板分為左右兩個部分，分別寫上Good Habit和Bad Habit。之后，一一選取學生上臺，從講桌上抽取卡片后，結合本部分的句子示范說一說。若抽到的卡片是好習慣，就套說句型：We should . We should have a good habit. 并將卡片貼到黑板上Good Habit的下方。若抽到的卡片是壞習慣，就套說句型：We shouldnt . / Wed better not . Its a bad habit.并將卡片貼到黑板上Bad Habit的下方。4. 教師也可以讓學生兩人一組看課本練習句型，若是好習慣就在相應的短句上打勾，若是壞習慣就在短句上打叉。(2)Part C Look and write your advice1. 教師引導學生仔細觀察本部分的圖片，并說一說相應的詞組或句子。2. 引導學生讀一讀各個小題中已有的句子，判斷橫線部分應寫的內容，然后借助句型Youd better (not). You should / shouldnt. Dont . 寫一句完整的表示建議的句子。3. 教師可以先說一個句子作為示范，隨后讓學生獨自完成這部分的練習內容。4. 教師隨機挑選幾個學生，分別說一說完整的句子，核對答案。參考答案：1. You d better see a doctor2. You shouldnt litter on the floor3. You should come to school on time4. Youd better take a bus there【板書設計】Unit8 Have a Good Habit! 第4課時教學設計【內容來源】陜旅教育出版社五年級下冊 Unit8【主 題】Read and think, Listen and tick or cross, Discuss in groups and give some advice, Read and complete【課 時】第4課時一、教學目標1. 能聽懂、理解Read and think中情節(jié)簡單的小故事，并且能流利地跟讀錄音，要求模仿正確，語音語調自然。2. 鼓勵學生能夠運用學過的知識獨立完成Read and complete部分內容。3. 教育學生在生活學習中要養(yǎng)成良好的行為習慣，杜絕不良的行為習慣。二、教學準備教師準備：1. Lets learn部分的詞匯卡片。2. Read and think部分人物頭飾和教學掛圖。3. 本課時的課件。4. Read and think和Listen and tick or cross部分的教學音頻。三、教學方法建議課程導入(Leading In)(1)課前復習1. 教師出示Lets learn部分的詞匯卡片，學生快速搶答，進行熱身。2. 教師將學生分成兩組，比賽拼讀詞匯教師說詞匯，請兩組學生按順序拼讀詞匯；如一組拼錯，則換另一組繼續(xù)拼讀，直到拼對為止。教師要注意鼓勵學生按照其字母的發(fā)音進行拼讀，在復習詞匯的同時，學習如何更好地記憶。3. 師生會話，進行口語練習，復習本單元所學句型，如：T: (教師出示litter on the floor圖片，對學生進行引導)Do you often litter on the floor?S1: No. I dont often litter on the floor.T: (教師出示talk loudly in class圖片)Should we talk loudly in class?S2: No. We shouldnt talk loudly in class. Wed better / We should keep quiet in class.T: (教師出示speak with mouth full圖片) Is it a good habit?S3: No. Its not a good habit. Its a bad habit. We shouldnt / Wed better not speak with mouth full.T: Great! Youre all good boys and girls!課程展示活動和過程的設計建議(presentation)(1)Part B Read and think教師先引導學生一一觀察本部分的各幅圖片，大概推測一下故事內容之后，播放錄音，讓學生整體聽一遍錄音，然后借助課件或教學掛圖展示相應的圖片，并提出問題，啟發(fā)學生結合圖片以及剛剛聽到的錄音內容思考作答。1. 教師出示本部分的第一幅圖片，并提出問題：Whats the weather like in summer?Whats the weather like in the picture?What does Mom ask Alice to take?2. 教師出示本部分的第二幅圖片，并提出問題：How is the weather in this picture?Does Alice have an umbrella?3. 教師出示第三幅圖片，繼續(xù)提問：Look! Whats wrong with Alice?What does Mr. Zhao say to Alice?4. 教師出示第四幅圖片，并提問：Does Alice go to see a doctor?What does the doctor tell her?5. 教師出示最后一幅圖片，提問學生：Where is Alice now?What does she think?Do you often listen to your parents?教學小貼士1. Youd better后面接動詞原形表示給對方的肯定建議或意見。意思為“最好做某事”。如：Youd better keep quiet.Youd better not后面接動詞原形表示給對方的否定意見或建議，意思為“最好不要做某事”如：Youd better not wear your coat. Its hot.2. often表示“經(jīng)?！保瑂ometimes表示“有時”；兩者都是頻度副詞。如：I often listen to music on the weekend. Sometimes, I watch TV.6. 教師再次播放Read and think部分的錄音，讓學生模仿錄音中人物的語音語調跟讀對話。7. Show time：學生四人一組排練對話，教師可鼓勵學生加入更多的相關句型充實故事內容。最后選出幾組學生戴上本部分的人物頭飾上臺進行表演。學生排練之前，教師可以先與幾名學生參考本部分的教學掛圖或課件中的圖片展開討論、進行示范表演。(2)Part C Listen and tick or cross1. 教師首先讓學生觀察本部分的四幅圖片，并引導他們說一說圖片上的孩子在做什么：T: How many pictures can you see?Ss: We can see four pictures.T: Look at that girl. What is she doing?Ss: She is eating an ice-cream.T: Look at the first boy. .2. 教師引導學生判斷這四幅圖中各個人物習慣的好壞，并給出各自的建議。3. 教師播放錄音，讓學生根據(jù)聽到的內容做判斷：錄音中建議做的就打勾，不建議做的就打叉。本部分的錄音內容如下：1. Its very hot. Youd better eat some ice-creams now.2. He has a fever. Hed better drink more water.3. Dont play too many computer games. Youd better do your homework now.4. You d better not eat too much meat. Have some vegetables.參考答案：l. 2. 3. 4.(3)Part C Discuss in groups and give some advice1. 教師讓學生大聲朗讀方框內的動詞詞組。2. 教師讓學生讀一讀方框下面各句的提示，并引導他們用方框中的動詞語代替相應的省略號。3. 學生自己分組說一說完整的句子，自檢答案。4. 教師選出幾名學生讀一讀完整的句子，這里教師不一定非要要求學生的答案和參考答案完全一致，只要他們能使句子合理通順即可。參考答案：1. cross the street, wait in line2. eat many ice-creams, see a doctor3. play games, have a rest4. make a noise, keep quiet5. read in bed, take care of her eyes(4)Part C Read and complete1. T:(教師裝著很餓的樣子) Oh! I am hungry. I didnt have breakfast. What do you often have for breakfast, S1 ?S1: I often have milk and bread for breakfast.T: What about you, S2?S2: I have eggs and porridge for breakfast.2. 教師與學生對話，引出本部分的內容。T: Do you want to know Liu Zhaoyangs breakfast?Ss: Yes, we do.T: Now, lets turn to Page 68 and read about it.3. 教師引領學生讀一讀Su Nan和Liu Zhaoyang的對話，并解釋疑難點：(1) anything與something都有“某事、某物、任何事”的意思；但anything常用在否定句和疑問句中，而something通常用于肯定句中。如：I cant do anything now.There is something wrong.(2) be good for“對某事或某物有好處”；它的否定形式為be bad for，“對某事或某物有壞處”。如：Drinking water is good for your health.Eating too many candies is bad for your teeth.4. Show time：學生再次通讀并兩人一組練習對話，之后，教師可選幾組學生上臺進行展示，并表揚表現(xiàn)出色的小組。5. 鼓勵學生結合從上述環(huán)節(jié)中獲得的信息獨立完成填空。6. 教師讓學生逐句朗讀完成后的小短文，核對答案。參考答案：doesnt have breakfast; a bad habit; some milk, bread and eggs 7. 教師借機告訴學生應該養(yǎng)成每天吃早餐的良好習慣，以保持身體健康。操練活動的設計與實施建議(Practice Activities)單元小復習練習處理完畢后，教師可組織安排學生對本單元所學的知識做一個小小的回顧和總結。以下幾種方法可供教師參考：1. 教師帶領學生對本單元所學的重點詞匯、重點句型逐一進行復習，可以是口頭表達的、書空的，也可以做一些簡單的小游戲和小測試等。2. 教師和學生一起歸納總結本單元所提及的好的行為習慣以及不好的行為習慣，并告誡學生應該養(yǎng)成良好的行為習慣、摒棄不良的行為習慣。3. 要求學生從現(xiàn)在開始嚴格要求和監(jiān)督自己養(yǎng)成良好的行為習慣，鼓勵學生互相監(jiān)督，看誰能做得最好。教學筆記【板書設計】